Date of Award
Summer 7-2-2019
Degree Type
Dissertation
Degree Name
Doctor of Philosophy - School Psychology
Department
Human Services
First Advisor
Dr. Jillian Dawes & Dr. Luis Aguerrevere
Second Advisor
Dr. Paula Griffin
Third Advisor
Dr. Frankie Clark
Fourth Advisor
Dr. Nina Ellis-Hervey
Fifth Advisor
Dr. Daniel F. McCleary
Abstract
The first purpose of this research was to explore the prevalence, methods of instruction, and perceived value of professional ethics, ethical decision-making, and interdisciplinary collaboration in teacher preparation programs throughout the U.S. These factors were addressed using the Ethics Training and Curriculum Survey (ETCS). Participants for the ETCS included teacher educators (n = 977) from CAEP accredited preparation programs. Survey results suggest that professional ethics is widely addressed throughout CAEP accredited programs, but that instruction in ethical decision-making varies considerably. To connect these findings with practice, a second purpose of this study was to explore how educators make ethical decisions, using the Inventory of Ethical Decision-Making and Collaboration (IEDMC), and, following this investigation, to identify meaningful clusters of educators. Participants for the IEDMC survey were certified teachers (n = 482), Pre-Kindergarten through 12th grade. Participants reported feeling unprepared to make ethical decisions, despite training and access to codes of ethics. Two meaningful clusters were found, based on differences between training, use of ethical decision-making models, years of experience, presence of a school psychologist, and accreditation status of preparation programs. The culmination of results illustrates a continued gap between preparation and practice. Discussion and implications follow.
Repository Citation
McCreary, Brittany, "Professional Ethics, Decision-Making, and Interdisciplinary Collaboration: An Exploration of Teacher Preparation Programs and Practice" (2019). Electronic Theses and Dissertations. 254.
https://scholarworks.sfasu.edu/etds/254
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Educational Psychology Commons, School Psychology Commons, Teacher Education and Professional Development Commons
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